Faculty use of writing assignments: Exploring classroom teaching practices

Abstract

As evidenced by their steadily growing investment in writing-across-the-curriculum programs, institutions recognize how writing can increase student engagement and learning. This session explores how faculty members use writing assignments in their teaching and how this compares across academic disciplines and institutional characteristics. Special sets of questions appended to both the Faculty Survey of Student Engagement (FSSE) and the National Survey of Student Engagement (NSSE) point to ways faculty members can design effective writing tasks. Participants will discuss how interactive writing processes, meaning-constructing writing tasks, and clear expectations improve students' success in learning. Implications for faculty developers are also presented.